@phdthesis{discovery10007408,
          school = {Institute of Education, University of London},
           title = {How does the pattern of engagement of new teachers with the content of primary science develop over their first three years of teaching?},
            year = {2004},
            note = {Unpublished},
        abstract = {Abstract
This longitudinal study explores the patterns of primary teachers' engagement with
science in science lessons in their first three years of teaching. There was little
significant change in the patterns over time. The teachers' patterns of engagement
were charted qualitatively using an Engagement Schedule developed during the main
study. Case studies were used to show the participants' patterns of engagement with
science over time and to report the factors that may have contributed to their patterns
of engagement. Teacher types were identified for each participant; these showed that
there was little change in the participants' teaching approaches over time. Another
outcome of the research was the discussion of 'critical moments' in science lessons,
where a small change in the teaching, could tum negative Aspects of engagement
into positive ones. These 'critical moments' and the 'Engagement Schedule' are already
proving to be useful tools for initial teacher education},
          author = {Khwaja, Christine},
             url = {http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408508}
}